What do limiting factors do? Give 2 Examples.

Transcription

1 AGENDA ABSENT BLOCK OCT 1&2-week 8 TOPIC: Succession OBJ : 1-2 DO NOW: What do limiting factors do? Give 2 Examples. Science of Life EXT: DUE DATE: DW: 3.1 POGIL Activity Review 3.1 Reading Questions -3.1 POGIL Activity HANDOUTS to PICK-UP: -POGIL Activity -From test day: Ecology II Obj/Vocab -3.1 Book Pages -3.1 Reading Questions TURN IN to ABS box: SEMINAR 2: BEFORE/AFTER SCHOOL: DW-3.1 Book Pages & RDG Q s EXIT: Fill in your level of understanding AND explain how tolerance and limiting factors are related to each other.

2 TUESDAY TUESDAY: 9 / 30 OBJECTIVE #_ALL TOPIC: DO NOW Find seat and study for test Unit Test Daily Work Grade- NONE DW GRADE: 2 1 0

3 BLOCK BLOCK: 10 / 1 & 2 OBJECTIVE #_1-2 TOPIC: Succession Q: A: DO NOW Daily Work Grade- 3.1 Book pages & RDG Qs DW GRADE: 2 1 0

4 UNIT OBJECTIVES 1- --RECOGNIZE the stages of primary and secondary succession 2- --DESCRIBE how ranges of tolerance affect the distribution of organisms

5 Vocabulary limiting factor tolerance ecological succession primary succession These should be done by test day! secondary succession climax community

6 MAIN IDEA: READING Q s -all living organisms are limited by factors in the environment

7 READING Q s RECALL: -Organisms to the conditions in which they live. Adapt

8 READING Q s PROVIDE examples of limiting factors. [3 examples] -sunlight -climate -temperature -water -nutrients -fires -soil -chemicals -living things/plants & animals

9 IDENTIFY: READING Q s -the average winter temperature in the Artic is about -30C. What kind of limiting factor is this? -ABIOTIC

10 READING Q s LIST the 3 zones within an organisms range of tolerance. 1.Intolerance 2.Physiological stress 3.Optimum zone

11 EXPLAIN: READING Q s -what the curve graph line represents -number of trout present per temperature range

12 READING Q s IDENTIFY 2 types of Ecological Succession. -Primary no soil present -Secondary soil present

13 What is Ecological Succession?! The change in an ecosystem that happens when one community replaces another.

14 1-FACILITATOR / TIMEKEEPER keep group ON TASK / FOCUSED takes care of TIME MANAGEMENT makes sure ALL VOICES in group are HEARD 2-SPOKESPERSON [COLORED PAPER] POGIL ROLES COMMUNICATES group QUESTIONS/CLARIFICATIONS w/ INSTRUCTOR ENSURES ALL MEMBERS have had the OPPORTUNITY to RESPOND before asking outside sources ENSURES that EVERYONE in group AGREES on WHAT QUESTION to ask if outside source needed PRESENTS CONCLUSIONS of the group to the class, as requested 3-SCRIBE [ANSWER KEY- lead discussion of GRADING/REVIEW] TEAM NOTE-TAKER / TEAM GRADER LEADS team in REVISIONS 4-QUALITY CONTROL / CHECKER GUIDES consensus-building process: group must AGREE on RESPONSES VERIFIES that ALL individual responses are CONSISTANT ENSURES that ACCURATE REVISIONS happen during/after class discussions

15 COOPERATIVE LEARNING / collaboration LAB GROUP(3-5 students) -working TOGETHER as a cooperative group to COMPLETE TASK -EVERY TEAM MEMBER has a job and participates EQUALLY 1-READ THROUGH EACH TASK (silently or together) 2-DISCUSS (use POSITIVE communication) 3-ANSWER 4-MOVE ON (only when ALL team members understand) QUESTIONS? s -each other CLARIFICATION -Asking Mrs. Cohan for clarification NOT answers. FYI -discussion within COLORED group ONLY

16 3.1 POGIL ACTIVITY OBJECTIVE: Distinguish how communities develop differently over time On May 18, 1980, Mount St. Helens in the state of Washington erupted with the force of a hydrogen bomb. The volcano had been dormant for over 120 years, but now 57 people were dead and forests and lakes were totally destroyed, including nearby Spirit Lake, which became a mud hole. The blast leveled trees in areas over 10 miles from the crater and ash deposits suffocated life on the mountain. However, within weeks, mammals that had taken shelter underground started to reappear in the area, and now, over thirty years later, many areas of the mountain are colonized with a large variety of plant and animal life. How does an area move from a sterile, barren wilderness to one full of life?

17 3.1 POGIL ACTIVITY MODEL 1: Primary Succession

18 3.1 POGIL ACTIVITY Refer to Model 1: a. On what type of land does primary succession first begin to occur? -barren rock from beneath a retreating glacier b. Does there appear to be any life on the land when primary succession begins? -NO c. Why would most plants such as shrubs and trees find it difficult to grow here? -No soil available, only rock -Root unavailable to take hold/no nutrients

19 3.1 POGIL ACTIVITY Refer to diagram B in Model 1: a. What are the first organisms (colonizers) on this land? -Small ferns, mosses, lichens b. Suggest the mechanisms by which the first colonizers arrived on the land. -seeds blown by wind -drop by birds

20 3.1 POGIL ACTIVITY 3. Refer to Model 1: a. Which diagram illustrates a pioneer community? -A -B -C -D b. What are some of the features of the pioneer community? -Low nutrient requirements -Small/low grading root systems 4. Notice the colonizers in diagrams C & D are taller and require more nutrients than those in the pioneer community. Considering what you already know about plants and photosynthesis, why might it be a competitive advantage for a plant to be taller? -Receive more sunlight & shade out smaller plants, decreasing competition 5. What happens to the pioneer organisms once the new colonizers become established? -Pioneer organisms decrease because they are struggling to survive

21 3.1 POGIL ACTIVITY 6. What effect will the addition of animal waste and decayed plant matter have on the soil and land? -As plants die out, they decay & enrich the composition of the soil, adding humus and nutrients 7. How will grazing animals help plants to become established? -Grazing animals leave footprints for seeds to lie in & leave manure to fertilize seeds 8. How will the grazing animals prevent or control further colonization by other plants? -Level of grazing can impact any further succession as animals eat the young plant shoots.

22 3.1 POGIL ACTIVITY 9. DEVELOP a definition to for the term primary succession as it relates to the colonizing of barren land. [Use diagrams in Model 1 as a guide] -Primary succession is the rise & fall of populations of plant from original colonizers to mature trees/shrubs. Beginning with/rock void of soil layer

23 3.1 POGIL ACTIVITY 10. LABEL the pictures in Model 1 as pioneer community, seral stages, and climax community.

24 3.1 POGIL ACTIVITY 11. Most climax communities are mature forests. What features of mature forest species, such as oak trees, make them able to dominate and compete in the ecosystem? -trees taller: out compete other plants for light -Slow growing: withstand short term changes in conditions 12. What environmental factors may affect the type of climax community that develops in an ecosystem? -Temp -Amount of Light -Length of Day -Water Availability

25 3.1 POGIL ACTIVITY: Part 2 OBJECTIVE: Distinguish how communities develop differently over time. 13. Refer to Model 2: a. What stage of development does diagram A represent? -Climax Community (Deciduous Forest) b. What appears to have happened in diagram B? -Fire burned forest, now it s destroyed c. What could be two causes of this event? -Natural lightning and/or Man d. What process will begin again after this event has occurred? -Process of Succession

26 3.1 POGIL ACTIVITY 14. Can the ecosystem totally recover from this set-back? YES NO What evidence is given in Model 2? -Model F Climax Community 15. What does an existing soil presence have on the seral stages of secondary succession and the time it takes to return to the climax community compared to primary succession? -None, Colonizing by lichens & mosses as soil of some other substrate already are present -This speeds up the recovery time from hundreds of years to tens of years

27 3.1 POGIL ACTIVITY 16. EXPLAIN why the title of Model 2 is Secondary Succession rather than Primary Succession? -Climax Community was already present and was set back by the fire & restarted

28 3.1 POGIL ACTIVITY 17. Consider each event below: - Determine if the recovery process for the environment will happen by primary succession or secondary succession. A. Melting, receding glaciers PRIMARY succession SECONDARY succession B. Logging a wooded area PRIMARY succession SECONDARY succession C. Major flooding of a creek bed PRIMARY succession SECONDARY succession D. Volcanic eruption with lava flow PRIMARY succession SECONDARY succession

29 3.1 POGIL ACTIVITY 18. Are these destructive methods always natural? YES NO Justify/ Explain your answer- -Man can be responsible for deforestation by cutting down tress for lumber/land development

30 3.1 POGIL ACTIVITY 19. Human activity may alter or deflect the natural course of succession, which leads to a change in the climax community. An example of a human activity that deflects succession would be grass mowing. The climax community that develops from a deflected succession is called a plagioclimax community. Suggest some other human actions that may lead to plagioclimax communities. Forest Management - Controlled Burning - Managed Animal Grazing -

31 EXIT FILL-IN: level of understanding of today s objective EXIT: EXPLAIN how tolerance and limiting factors are related to each other.